Next Generation Science Standards

“Taking the Steps to Implement NGSS”

March 29, 2013TEEAM Conference

Contact Information

Anita Bernhardt

MDOE Science and Technology Specialist: anita.bernhardt@maine.gov

207-624-6835

http://www.scitechframework.wordpress.com

New approaches are needed to address:

• Reduction of the United States' competitive economic edge

• Lagging achievement of U.S. students• Essential preparation for all careers in the

modern workforce• Scientific and technological literacy for an

educated society

Next Generation Science Standards

The Standards The Vision for the Standards

The Vision

The framework is designed to help realize a vision for education in the sciences and engineering in which ALL students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education

http://www.nap.edu/catalog.php?record_id=13165

Timeline

• NGSS Lead State Selection – September 2011

• First public draft - May 2012

• Second and final public draft - December 2012 • FINAL NGSS – End of 1st quarter of 2013

• Adoption of NGSS- Anticipated in 2013 Session

Maine Learning Results Design

NGSS Design

• Not separate treatment of “content” and “practices” and “crosscutting concepts”

• Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

How do the 8 scientific/engineering practices fit together?

Practice: Designing Solutions

Engineering design, a systematic process for solving engineering problems, is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technological feasibility, cost, safety, esthetics, and compliance with legal requirements. There is usually no single best solution but rather a range of solu- tions. Which one is the optimal choice depends on the criteria used for making evaluations.

Practice: Analyzing and Interpreting Data

• Engineers use investigation both to gain data essential for specifying design criteria or parameters and to test their designs. Like scientists, engineers must identify relevant variables, decide how they will be measured, and collect data for analysis. Their investigations help them to identify how effective, efficient, and durable their designs may be under a range of conditions.

Practice: Developing and Using Models

Engineering makes use of models and simulations to analyze existing systems so as to see where flaws might occur or to test possible solutions to a new problem. Engineers also call on models of various sorts to test proposed systems and to recognize the strengths and limitations of their designs.

Practice: Engaging in Argument from Evidence

In engineering, reasoning and argument are essential for finding the best possible solution to a problem. Engineers collaborate with their peers throughout the design process, with a critical stage being the selection of the most promising solution among a field of competing ideas. Engineers use systematic methods to compare alternatives, formulate evidence based on test data, make arguments from evidence to defend their conclusions, evaluate critically the ideas of others, and revise their designs in order to achieve the best solution to the problem at hand.

Engineering Design PEs

Engineering Practices in PEs• K-PS3-b. Use tools and materials provided to

design and test a structure that will reduce the warming effect of sunlight on Earth’s surface.*

• MS-LS4-j. Use arguments supported by scientific evidence and social and economic rationale to evaluate plans for maintaining biodiversity and ecosystem services.*

• HS-PS3-b. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

The NGSS Architecture

Engineering Design PEs

Evaluating/Designing Instruction

Context: Maple Sugar Making

•Disciplinary Core Idea - ?•Practice?•Crosscutting Concept?

Evaluating/Designing Instruction

Context: Culvert Placement and Design

•Disciplinary Core Idea - ?•Practice?•Crosscutting Concept?

Evaluating/Designing Instruction

Context: Rollercoasters

•Disciplinary Core Idea - ?•Practice?•Crosscutting Concept?

Share!

http://cdn6.fotosearch.com/bthumb/CSP/CSP409/k4096266.jpg

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1. Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdata

E2. Build strong content knowledgeE4. Comprehend as well as critiqueE5. Value evidenceM2. Reason abstractly & quantitativelyM3. Construct viable argument & critique reasoning of othersS7. Engage in argument from evidenceS6. Construct explanations & design solutionsS8. Obtain, evaluate & communicate informationE6. Use technology & digital mediaM5. Use appropriate tools strategically

MATH SCIENCE

ELA

Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

Group Assignment

Talk about the instructional experience you would create for your students that reflects the learning objectives for science. NEXT, integrate an engineering practice(s).

Be prepared to:Share the STEM practices that the students

would engage in throughout their instructional experience

Describe what students are doing that demonstrates the STEM practices

• How might your teaching have to change to reflect the NGSS?

• What are the biggest challenges?

• What do you hope professional development providers and others will do to support you?

So…